LS2 (9-11) POC+ SAE –4
Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation). LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard C: Life Science
o Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes. Content Standard F: Science in Personal and Social Perspectives
o Science and Technology in local, national, and global challenges – Humans have a major effect on
other species
Context of Lesson:
In this lesson students will learn the role that sunlight plays in how plants obtain energy and how light is transformed into energy for the plant. Students will be able to decipher between autotrophs and heterotrophs and how various organisms obtain their energy. Lastly, students will be introduced to the various factors (products and reactants) that are involved in the photosynthetic process as well as the equation for photosynthesis.
Opportunities to Learn:
Depth of Knowledge
Level 2 Comprehension:
Students will list what a plant needs and what humans need and where they/we get these if they know
Level 3 Application:
Students will draw a picture of how energy is stored and released.
Level 4 Analysis:
Students are comparing and contrasting heterotrophs and autotrophs. I think this would be level 2 or 3.
Level 4 is generally reserved for complex multi-step processes.
Prerequisite Knowledge
Students should be familiar with energy flow and food webs from ecology. This lesson will dive deeper into the plant aspect of that food web. Students have also learned about photosynthesis in elementary and middle school but this unit will go into greater detail about the molecules involved etc.
Plans for Differentiating Instruction
The lesson has a variety of teaching styles incorporated such as: demonstrations, working on responses independently, and group work. These will alter the mood in the classroom as well as the style of learning (visual, auditory, etc.).
Accommodations and Modifications
Throughout the lesson, student responses are kept on the board for further discussion as well as that particular day's agenda. This will help to keep students organized, focused, and on task. Also, I will show figures from the student's textbook so that it will be familiar and it will also help them understand it for when they are reviewing for the test. By doing demonstrations, this will help students stay focused and see the topics in a real-life application which may give meaning to the topics which in turn helps them understand.
Environmental Factors
Students will be working independently at their tables (2 students per table) for most of the class period. Students will pair up with the person next to them when working on the list of plant and animal needs. Students seats will be pre-assigned.
Materials
Overhead projector, markers, and blank transparency/chalkboard
Explain where plants get the energy they need to produce food.
Describe the role of ATP in cellular activities.
Describe photosynthesis as the process in which plants use carbon dioxide and water to produce food (sugar) and oxygen.
I like the way your objectives describe observable behaviors.
Instruction:
Opening:
Warm-up Question: Ask the students to raise their hands with some examples of some foods they have eaten that day. Record the student's responses on the overhead or chalkboard in the form of a vertical list. Ask students "How do (example students gave of a heterotroph) get energy? How do (example students have of an autotroph) get energy?". If they don't know the answers to these questions, have them think of what they (humans) need to stay alive (food, water,...). What do plants need to stay alive ('food' i.e. glucose, water...). Tell the students that we will review this during today's lesson. Keep their responses on the overhead or board throughout lesson so able to come back to it at the end of the lesson. Question for the Day: Next ask the students what they know about the plants in their backyards or here at school. Why do some trees/bushes grow where they are? Why do they need sunlight? How do they process the sunlight so they can use it? Keep these responses on the overhead or chalkboard as well. Agenda: Then review the agenda for today's lesson--Notes on How organisms get their energy and the different ways they store it , What's ATP?, Spring Demo, ATP Like a Battery, Photosynthesis: What Goes In and What Comes Out? Keep the agenda on the chalkboard or someplace the students as well as the teacher can access and view it at any time during the lesson. Represent your questions and agenda as bullets so that you can review them quickly before lesson.
Nice opening.
Engagement:
First I will give some notes where we will break down the words 'auto-troph' and 'hetero-troph'. We'll look at the roots etc...Latin meaning.
Then I'll show the figure of an ATP molecule from their textbook (pg.202). Discuss what ATP is--ask students and talk through the correct answer with them as they give responses. What would happen if one phosphate group is removed (ADP..what is it? Knowing what ATP, have students make a guess).
Next I'll do a spring demonstration--release of energy when 3rd phosphate group of ATP is removed..."tail" of 3 groups is unstable and the bonds that hold the phosph. group together have high potential energy. I.e. compressed spring-->chemical change occurs when a phosphate. group is removed and new products are formed is like letting the spring release--energy is released as the spring relaxes (as the spring changes from an unstable condition to a more stable condition). Likewise, the products of the chemical change that ATP undergoes are more stable than ATP itself, and energy is released in the process.
Then, I'll show figure from textbook (pg. 203) and how ADP and ATP are compared to a battery. What points do you want to stress from this analogy? How are ADP and ATP different from batteries?
Next, I'll ask "why cells only keep a small amount of ATP 'on hand'? Coins and bills demonstration. (pg. 203)
Lastly, we'll review the equation for photosynthesis--> Have the students pair up with the person next to them and come up with a list of what a plant needs and what humans need and where they/we get these if they know. Ask "how are plants and mammals are related through the process of photosynthesis?". Have the students share with class their lists. Help to create the equation with the students then fill in missing pieces the students may not have gotten, if any. Ask "why the products need to be what they are? How do these form the reactants?." Review student responses on the board with the whole class. Remind students to be writing down the information that is on the board.
I will then assign scientists for tomorrow's in-class activity--Have students count off by seven's and then assign one of the seven scientists to each group and have the group's names on the board. Explain to the students that tomorrow we will be doing an in-class activity on different scientists roles in the development of photosynthesis as a process. This is difficult to read. Why not represent each mini activity as bulleted items. and then bullet each question you will ask within each activity?
Closure:
Take Away Points--Turn to the person next to you, Draw one picture per pair of students of how energy is stored then released (ADP+phosphate=ATP). Have 2-3 students share with class and review the correct answer. While students are drawing, I will be putting some true or false questions on the board/computer that students and I will answer as a class once the students have shared their drawings. Questions will be: Autotrophs obtain energy from the food they eat (False review why false with class by having them provide the answer). ATP has 3 phosphate groups (True). Most cells have enough ATP to last them for 2-3 minutes of activity. (False review why false with class by having them provide the answer). Again, use bullets. Be sure you have these questions on a transarency or slide so that you don't have to write them during class. Answer Questions From the Beginning of Class--Answer the questions with the class as a whole. How do autotrophs and heterotrophs get their energy? Why do plants need sunlight? How do they get sunlight? What do they need? Call on 1-2 different students for each question and have key points/answers already written on computer or overhead. Show these pre-written answers after the students seem to have the concept as reinforcement. Why not bring out the piece of wood to see if the students can explain where its mass came from? Pre-Reading Strategies and Homework--Read pgs. 204-208. Strategy to Read: Skip Over Unknown Terms--Circle any words or phrases you don't know, then come back to them after reading that paragraph and see if you can make sense of it by knowing the context. If not, keep reading or look it up online or in the glossary in the back of your textbook. Model: “Students, when I came to this point on page 203, I didn’t understand the phrase ‘motor proteins.’ I knew it had something to do with ATP and energy since that is what the sub-heading said, but I didn’t know. So I kept reading. At the end of the paragraph, I stopped and asked, ‘How can I make sense of this?’ I decided it had something to do with the movement of cell organelles. Try this strategy tonight if you come to something you don’t understand as you read the next chapter.” Tomorrow's Plan-- Tomorrow you will research the scientists you were assigned in your groups by using the computers in the computer lab. You will have to work together to figure out why your scientist's experiment was so important at that time. We will also go over the light spectrum and the different pigments/colors inside a leaf.
Assessment:
Draw a Picture of How Energy is Stored and Released
Lesson Plan
Return to Unit Plan
Lesson Title: Energy, Light, and Chloroplasts
State Standards: GLEs/GSEs
LS2 (9-11) POC+ SAE –4Trace the cycling of matter (e.g., carbon cycle) and the flow of energy in a living system from its source through its transformation in cellular, biochemical processes (e.g., photosynthesis, cellular respiration, fermentation).
LS2 (Ext)–4
Students demonstrate an understanding of matter and energy flow in an ecosystem by …
4aa explaining the energy transfer with cells in photosynthesis [and cellular respiration], tracking ATP production and consumption
National Standards:
Content Standard C: Life Scienceo Matter, Energy, and Organization in Living Systems- The energy for life primarily derives from the
sun. Plants capture energy by absorbing light and using it to form chemical bonds between the
atoms of carbon-containing molecules. In addition, the energy stored in bonds between the atoms
can be used as sources of energy for life processes.
Content Standard F: Science in Personal and Social Perspectives
o Science and Technology in local, national, and global challenges – Humans have a major effect on
other species
Context of Lesson:
In this lesson students will learn the role that sunlight plays in how plants obtain energy and how light is transformed into energy for the plant. Students will be able to decipher between autotrophs and heterotrophs and how various organisms obtain their energy. Lastly, students will be introduced to the various factors (products and reactants) that are involved in the photosynthetic process as well as the equation for photosynthesis.Opportunities to Learn:
Depth of Knowledge
Level 2 Comprehension:- Students will list what a plant needs and what humans need and where they/we get these if they know
Level 3 Application:- Students will draw a picture of how energy is stored and released.
Level 4 Analysis:- Students are comparing and contrasting heterotrophs and autotrophs. I think this would be level 2 or 3.
Level 4 is generally reserved for complex multi-step processes.Prerequisite Knowledge
Students should be familiar with energy flow and food webs from ecology. This lesson will dive deeper into the plant aspect of that food web. Students have also learned about photosynthesis in elementary and middle school but this unit will go into greater detail about the molecules involved etc.Plans for Differentiating Instruction
The lesson has a variety of teaching styles incorporated such as: demonstrations, working on responses independently, and group work. These will alter the mood in the classroom as well as the style of learning (visual, auditory, etc.).Accommodations and Modifications
Throughout the lesson, student responses are kept on the board for further discussion as well as that particular day's agenda. This will help to keep students organized, focused, and on task. Also, I will show figures from the student's textbook so that it will be familiar and it will also help them understand it for when they are reviewing for the test. By doing demonstrations, this will help students stay focused and see the topics in a real-life application which may give meaning to the topics which in turn helps them understand.Environmental Factors
Students will be working independently at their tables (2 students per table) for most of the class period. Students will pair up with the person next to them when working on the list of plant and animal needs. Students seats will be pre-assigned.Materials
Objectives:
- Compare and Contrast Heterotrophs and Autotrophs.
- Explain where plants get the energy they need to produce food.
- Describe the role of ATP in cellular activities.
- Describe photosynthesis as the process in which plants use carbon dioxide and water to produce food (sugar) and oxygen.
I like the way your objectives describe observable behaviors.Instruction:
Opening:
Warm-up Question: Ask the students to raise their hands with some examples of some foods they have eaten that day. Record the student's responses on the overhead or chalkboard in the form of a vertical list. Ask students "How do (example students gave of a heterotroph) get energy? How do (example students have of an autotroph) get energy?". If they don't know the answers to these questions, have them think of what they (humans) need to stay alive (food, water,...). What do plants need to stay alive ('food' i.e. glucose, water...). Tell the students that we will review this during today's lesson. Keep their responses on the overhead or board throughout lesson so able to come back to it at the end of the lesson.Question for the Day: Next ask the students what they know about the plants in their backyards or here at school. Why do some trees/bushes grow where they are? Why do they need sunlight? How do they process the sunlight so they can use it? Keep these responses on the overhead or chalkboard as well. Agenda: Then review the agenda for today's lesson--Notes on How organisms get their energy and the different ways they store it , What's ATP?, Spring Demo, ATP Like a Battery, Photosynthesis: What Goes In and What Comes Out? Keep the agenda on the chalkboard or someplace the students as well as the teacher can access and view it at any time during the lesson. Represent your questions and agenda as bullets so that you can review them quickly before lesson.
Nice opening.
Engagement:
First I will give some notes where we will break down the words 'auto-troph' and 'hetero-troph'. We'll look at the roots etc...Latin meaning.Then I'll show the figure of an ATP molecule from their textbook (pg.202). Discuss what ATP is--ask students and talk through the correct answer with them as they give responses. What would happen if one phosphate group is removed (ADP..what is it? Knowing what ATP, have students make a guess).
Next I'll do a spring demonstration--release of energy when 3rd phosphate group of ATP is removed..."tail" of 3 groups is unstable and the bonds that hold the phosph. group together have high potential energy. I.e. compressed spring-->chemical change occurs when a phosphate. group is removed and new products are formed is like letting the spring release--energy is released as the spring relaxes (as the spring changes from an unstable condition to a more stable condition). Likewise, the products of the chemical change that ATP undergoes are more stable than ATP itself, and energy is released in the process.
Then, I'll show figure from textbook (pg. 203) and how ADP and ATP are compared to a battery. What points do you want to stress from this analogy? How are ADP and ATP different from batteries?
Next, I'll ask "why cells only keep a small amount of ATP 'on hand'? Coins and bills demonstration. (pg. 203)
Lastly, we'll review the equation for photosynthesis--> Have the students pair up with the person next to them and come up with a list of what a plant needs and what humans need and where they/we get these if they know. Ask "how are plants and mammals are related through the process of photosynthesis?". Have the students share with class their lists. Help to create the equation with the students then fill in missing pieces the students may not have gotten, if any. Ask "why the products need to be what they are? How do these form the reactants?." Review student responses on the board with the whole class. Remind students to be writing down the information that is on the board.
I will then assign scientists for tomorrow's in-class activity--Have students count off by seven's and then assign one of the seven scientists to each group and have the group's names on the board. Explain to the students that tomorrow we will be doing an in-class activity on different scientists roles in the development of photosynthesis as a process.
This is difficult to read. Why not represent each mini activity as bulleted items. and then bullet each question you will ask within each activity?
Closure:
Take Away Points--Turn to the person next to you, Draw one picture per pair of students of how energy is stored then released (ADP+phosphate=ATP). Have 2-3 students share with class and review the correct answer. While students are drawing, I will be putting some true or false questions on the board/computer that students and I will answer as a class once the students have shared their drawings. Questions will be: Autotrophs obtain energy from the food they eat (False review why false with class by having them provide the answer). ATP has 3 phosphate groups (True). Most cells have enough ATP to last them for 2-3 minutes of activity. (False review why false with class by having them provide the answer). Again, use bullets. Be sure you have these questions on a transarency or slide so that you don't have to write them during class.Answer Questions From the Beginning of Class--Answer the questions with the class as a whole. How do autotrophs and heterotrophs get their energy? Why do plants need sunlight? How do they get sunlight? What do they need? Call on 1-2 different students for each question and have key points/answers already written on computer or overhead. Show these pre-written answers after the students seem to have the concept as reinforcement. Why not bring out the piece of wood to see if the students can explain where its mass came from?
Pre-Reading Strategies and Homework--Read pgs. 204-208. Strategy to Read: Skip Over Unknown Terms--Circle any words or phrases you don't know, then come back to them after reading that paragraph and see if you can make sense of it by knowing the context. If not, keep reading or look it up online or in the glossary in the back of your textbook. Model: “Students, when I came to this point on page 203, I didn’t understand the phrase ‘motor proteins.’ I knew it had something to do with ATP and energy since that is what the sub-heading said, but I didn’t know. So I kept reading. At the end of the paragraph, I stopped and asked, ‘How can I make sense of this?’ I decided it had something to do with the movement of cell organelles. Try this strategy tonight if you come to something you don’t understand as you read the next chapter.”
Tomorrow's Plan-- Tomorrow you will research the scientists you were assigned in your groups by using the computers in the computer lab. You will have to work together to figure out why your scientist's experiment was so important at that time. We will also go over the light spectrum and the different pigments/colors inside a leaf.
Assessment:
Reflections (only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: